Tuesday July 3, 9:00 am - 4 pm
Wednesday July 4, 9:00 am - 4 pm
Monday July 9, 9:00 am - 4 pm (distance ed session)
Monday July 16, 9:00 am - 4 pm
Tuesday July 17, 9:00 am - 4 pm
Monday July 23, 9:00 am - 4 pm (distance ed session – students choice. Instructor will be at BU)
Location:
Nichols 312
Course Description:
This course examines the changing role of the educator in an increasingly technological world; the design of curriculum strategies incorporating technology in meaningful ways; and the use of technological tools which enhance students’ skills in organizing information, synthesizing knowledge and communicating results.
Course objectives:
Investigate how technology impacts the role of the teacher in an educational setting
Identify, evaluate and use information resources and tools that support teaching and learning
Provide evidence that technology integration leads to fundamental changes in curricular design and systemic reform, more than automating tasks
Provide a discussion forum on issues related to educational technology and develop a collaborative electronic forum for exchange of ideas
Compare and contrast best practices and use of emerging technologies, in schools in Quebec and globally
Demonstrate the ability to recognize and analyze use policies, legal and ethical issues in educational technology
Course Overview: Students will explore significant issues surrounding the use of technology in education in Quebec, Canada and globally. History, research, and technological integration methods will be examined from multiple perspectives. Students will research, develop, deliver, and evaluate position papers on the techniques and curricular integration of technology. The course provides foundational knowledge for education leaders planning and developing meaningful and appropriate integration of technology into the teaching and learning setting. The emphasis is on the research of past, present, and future applications of technology to education and applying theory to practice.
Competency
To integrate information and communication technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development processes.
Texts and other materials
All readings will be available through the Reading Page or on the WebCT course management system.
Students can bring their own laptops (if they have been configured for use on the Bishops network) or use the available computers in the computer labs. The majority of course work, instructions and solutions will be done online and submitted online.
Students may want to bring a flash /thumb drive (256 MB) in order to transfer some files of data between members of the class or instructor.
Student Requirements
A. Participation
Students are expected to participate in both face to face and online discussions, share resources, collaborate in the group project and contribute to online blogs. Students are expected to contribute and post responses and comments related to content and projects in this course. All material will be submitted via the course portal.
B. Readings
Students are expected to complete a minimum number of readings on a current education topic and submit summaries of the readings. For the summer I have added listening to podcasts as integral components in meeting the reading requirements.
c. Presentations
Students are expected to prepare professional presentations as called for in the course assessments. All presentations are to be developed using appropriate tools and communication style.
Course Assessments
Asynchronous Discussion – Students will participate in online discussions on a variety of topics related to technology in education. A minimum of three posts are required. A group of students will facilitate one discussion during the course. [This may include creating a podcast option]
Blog Responses – Students will complete reflections on issues of educational technology through an educational blog, via an RSS feed.
Group Project – Students are expected to work collaboratively to design a learning environment for a particular use within the Quebec Education Program (QEP). The group will develop a 15 – 20 minute presentation. The completed product should be posted on the course wiki. The project must include a bibliography.
Webliography – Each student will compile an annotated list of websites, blogs, wikis, podcasts, and/or skypecasts that inform the technology process ( between 10 – 15 resources). Students will post the results to the resources page on the class wiki.
Essay – Each student is to research a major topic in the educational technology field and report on the conducted research, the applications and the implications for teaching/learning outcomes. The brief report is to be presented (3-5 minutes) to the class in order to share the main findings of the literature review in this topic.
The Review is to take the form of an exploratory essay that should critically analyze a key research in selected body of knowledge in a particular topic, and should identify further research or inquiry. The final version should follow APA style (5th edition) and include resources and works cited.
Readings – Students will review 5 articles on a topic of personal interest. The emphasis is on expanding our knowledge of tools and resources and their impact on improving performance outcomes. Thus any posted or published work that includes quantitative or qualitative research may be regarded as suitable readings. Students will choose one article to present to the class.
Use the following format for each article review submission.
summarize the content or the research article in a paragraph or two
critique the approach or methodology used in the research
comment on the findings
provide applications and other comments
The instructor will consider reviews and analysis of podcasts or educational videos as viable components to meet the readings requirements. Please consult the instructor to consider this option.
Students are expected to submit written work that reflects advanced writing skills, critical thinking, and well-researched discussions.
Assessments and Grading
||
Group Collaborative Project -20
||
Essay - 20
||
Readings (5 @4 % each) -20
||
Blog/Wiki entries (4 @ 5%) - 10
||
Presentation of Resources -10
||
Participation - 10
Self-Directed - 10
|| Some research topics to consider:
Examine the link between technology use and student achievement.
How does effective use of technology improve learning outcomes? Identify key factors?
Describe with particular references from your teaching area, how technology can assist students in achieving certain competencies.
Compare and contrast the impact on teaching and learning using asynchronous versus synchronous tools.
Evaluate the impact of access to resources and the student’s motivation to learn and use technology effectively.
GSE 553: Technology and the Role of the Educator
Bishops University School of Education (Session: Summer 2007)
[Course materials are available for registered students at gse553.wikispaces.com]
Instructor:
Mr. Vincent Jansen M.Ed. Email: vjansen07@gmail.comSkype: vjansen07
Phone: M 819 570 7508
Wikisite: vjansen.wikispaces.com
Lesson Schedule:
Tuesday July 3, 9:00 am - 4 pmWednesday July 4, 9:00 am - 4 pm
Monday July 9, 9:00 am - 4 pm (distance ed session)
Monday July 16, 9:00 am - 4 pm
Tuesday July 17, 9:00 am - 4 pm
Monday July 23, 9:00 am - 4 pm (distance ed session – students choice. Instructor will be at BU)
Location:
Nichols 312Course Description:
This course examines the changing role of the educator in an increasingly technological world; the design of curriculum strategies incorporating technology in meaningful ways; and the use of technological tools which enhance students’ skills in organizing information, synthesizing knowledge and communicating results.
Course objectives:
Course Overview: Students will explore significant issues surrounding the use of technology in education in Quebec, Canada and globally. History, research, and technological integration methods will be examined from multiple perspectives. Students will research, develop, deliver, and evaluate position papers on the techniques and curricular integration of technology. The course provides foundational knowledge for education leaders planning and developing meaningful and appropriate integration of technology into the teaching and learning setting. The emphasis is on the research of past, present, and future applications of technology to education and applying theory to practice.
Competency
To integrate information and communication technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development processes.
Texts and other materials
All readings will be available through the Reading Page or on the WebCT course management system.
Students can bring their own laptops (if they have been configured for use on the Bishops network) or use the available computers in the computer labs. The majority of course work, instructions and solutions will be done online and submitted online.
Students may want to bring a flash /thumb drive (256 MB) in order to transfer some files of data between members of the class or instructor.
Student Requirements
A. Participation
Students are expected to participate in both face to face and online discussions, share resources, collaborate in the group project and contribute to online blogs. Students are expected to contribute and post responses and comments related to content and projects in this course. All material will be submitted via the course portal.
B. Readings
Students are expected to complete a minimum number of readings on a current education topic and submit summaries of the readings. For the summer I have added listening to podcasts as integral components in meeting the reading requirements.
c. Presentations
Students are expected to prepare professional presentations as called for in the course assessments. All presentations are to be developed using appropriate tools and communication style.
Course Assessments
Asynchronous Discussion – Students will participate in online discussions on a variety of topics related to technology in education. A minimum of three posts are required. A group of students will facilitate one discussion during the course. [This may include creating a podcast option]
Blog Responses – Students will complete reflections on issues of educational technology through an educational blog, via an RSS feed.
Group Project – Students are expected to work collaboratively to design a learning environment for a particular use within the Quebec Education Program (QEP). The group will develop a 15 – 20 minute presentation. The completed product should be posted on the course wiki. The project must include a bibliography.
Webliography – Each student will compile an annotated list of websites, blogs, wikis, podcasts, and/or skypecasts that inform the technology process ( between 10 – 15 resources). Students will post the results to the resources page on the class wiki.
Essay – Each student is to research a major topic in the educational technology field and report on the conducted research, the applications and the implications for teaching/learning outcomes. The brief report is to be presented (3-5 minutes) to the class in order to share the main findings of the literature review in this topic.
The Review is to take the form of an exploratory essay that should critically analyze a key research in selected body of knowledge in a particular topic, and should identify further research or inquiry. The final version should follow APA style (5th edition) and include resources and works cited.
Readings – Students will review 5 articles on a topic of personal interest. The emphasis is on expanding our knowledge of tools and resources and their impact on improving performance outcomes. Thus any posted or published work that includes quantitative or qualitative research may be regarded as suitable readings. Students will choose one article to present to the class.
Use the following format for each article review submission.
The instructor will consider reviews and analysis of podcasts or educational videos as viable components to meet the readings requirements. Please consult the instructor to consider this option.
Students are expected to submit written work that reflects advanced writing skills, critical thinking, and well-researched discussions.
Assessments and Grading
||
Self-Directed - 10
Some research topics to consider:
Examine the link between technology use and student achievement.
How does effective use of technology improve learning outcomes? Identify key factors?
Describe with particular references from your teaching area, how technology can assist students in achieving certain competencies.
Compare and contrast the impact on teaching and learning using asynchronous versus synchronous tools.
Evaluate the impact of access to resources and the student’s motivation to learn and use technology effectively.